It seems logical to assume that both theoretical and applied research should have some impact on language teaching practice. My impression, however, is that neither form of research has much effect on how languages are taught today.
At one time, theoretical research was the main source of knowledge for many English teachers, and methodologies based on theory were widely used. The problem, however, was that these methodologies did not work very well. Our assumption was that the teachers did not clearly understand the true nature of researchers’ insights into language and language acquisition.
Because of the university’s inability to provide the answers, teachers have turned away from theory and research of any form, and have turned to a third source of inspiration and guidance: their own ideas and experiences. We see, today, teachers informing other teachers what has worked for them in the classroom. Our goal for the future should thus be to allow all three sources, theory, applied research and teacher’s ideas, to contribute to practice and enrich each other.
(KRASHEN, S. Research and Practice: applications of psycholinguistic research to the classroom. IN: LONG, M. & RICHARDS, J.C. (eds). Methodology in TESOL: a book of readings. 1987. Adaptado)
In the fragment – Our goal for the future should thus be to allow all three sources, theory, applied research and teacher’s ideas, to contribute to practice… – the word thus could be replaced, with no change in meaning, by the word